Framework for Academic Workloading

Framework for Academic Workloading 2

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3 Framework for Academic Workloading

Framework for Academic Workloading

Contents

1.0 Introduction 4 2.0 Scope 4 3.0 Workloading Principles 5 4.0 Workload Structure 7

4.1 Total Available Working Time 7 4.2 The Working Week 7 4.3 The Teaching Year 8

5.0 Academic Activity 9 5.1 Formal Scheduled Teaching and Supervision (Category 1) 9 5.2 Teaching Delivery Related Activity (Category 2) 10 5.3 Other Academic Activities (Category 3) 11 5.4 Workload Allocations 14

6.0 Recording and Monitoring Workloads 14 7.0 Timing of Leave 15 8.0 Associated Documents 15

Appendix 1 - Annual Schedule for Academic Staff Workloading 16

Appendix 2 - Guidelines on Academic Workload Allocations 17 1.0 Allowances (‘Tariffs’) 17 1.1 Formal Scheduled Teaching and Supervision (Category 1) 17 1.2 Teaching Delivery Related Activity (Category 2) 19 1.3 Other Academic Activities (Category 3) 19 1.4 Academic Tutors, Salaried Academic Tutors 28

Appendix 3 – Post Graduate Academic Assistants 30

Appendix 4 – Definitions 32 Definitions – Committees 32 Definitions – Roles 33

Framework for Academic Workloading 4 1.0 Introduction

This Framework for Academic Workloading (‘the Framework’) is intended to provide a structure and a set of clear principles which will enable an equitable, transparent and consistent approach to the allocation and management of academic staff workloads within Faculties and across the University.

The key objectives of the Framework are:

• to assist Faculties to plan and monitor workloads in a way that is sufficiently dynamic to cope with change;

• to enable the distribution of workloads to be carried out locally in a way which takes account of differing circumstances;

• to ensure academic staff are allocated a reasonable individual workload, by ensuring a fair and transparent distribution of work in line with the academic staff contract (and handbook);

• to recognise the professional contribution academic staff make to the University by ensuring that workloading supports the full range of academic duties, continuing professional development and professional practice.

2.0 Scope

For workloading purposes, the University’s academic year runs from 1st September to 31st August.

This Framework applies to all academic staff, including, in so far as reasonably practicable, both hourly paid and salaried Academic Tutors (who are allocated Formal Scheduled Teaching, Teaching Delivery Related Activity, and a small element of other activities).

5 Framework for Academic Workloading

3.0 Workloading Principles

The context within which academic staff workloading is carried out includes the University Strategic Plan, Student Success Strategy, Research and Innovation Strategy and the Academic Staff Contract (and handbook).

The workloading process is aligned to the University’s annual planning cycle and should be supported by appraisal discussions with academic staff.

The University is committed to achieving high standards in academic work and to continuous improvement in academic quality. This includes:

• improving student retention, completion, attainment and progression rates;

• the provision of an excellent student experience leading to high student satisfaction;

• the provision of high quality academic programmes supported by excellent teaching at all levels;

• supporting external engagement activities that support curriculum development, work-based learning and research and innovation;

• producing high quality research outputs and good levels of external funding from various sources for research and innovation activities.

Academic and academic-related staff are professionals who are expected to be flexible in their approach to their workload and will engage in a range of activities which can include the following (note the list is indicative but not exhaustive):

• Formal scheduled teaching (including where students are off campus);

• Preparation and assessment; • Student recruitment and/or marketing activity; • Academic leadership and management; • Research; • Scholarly Activity; • External engagement activities;

Framework for Academic Workloading 6

• Teaching related administration; • Personal and professional development activity. • Student supervision

(Dissertations, Projects, Placements, Internships and Teaching Practice)

It is essential that Faculties maintain an ongoing review of workloads so as to adjust to changing or unexpected circumstances. This commitment to flexibility by staff and the Faculty is a key component of the workloading process as it ensures that the needs of students, staff and external clients can be met as circumstances change during the year. Changes to workloads will be made following discussion and agreement with the individual.

The University is committed to ensuring that, where reasonably practicable, individual workloads are balanced throughout the academic year.

In determining a reasonable workload for an individual, the number of consecutive formal scheduled teaching hours undertaken in any one day should be taken into account to facilitate the need for break/meal times in line with Health and Safety guidance.

In line with the University’s commitment to work life balance, consideration should be given to staff with caring responsibilities when allocating duties and producing staff timetables. For staff who are returning from a period of leave such as Maternity Leave, consideration should be given to adjusting the workload as part of an agreed plan to support their return to work.

Similar consideration should be given to newly appointed staff to support their induction and development.

7 Framework for Academic Workloading Every academic will be provided with direct, transparent access to their

own workload. Individual workloads should be shared within and between teams to support transparency.

4.0 Workload Structure

4.1 Total Available Working Time1

The allocation of activity to an individual member of staff is based on the total available working time. The following table shows the total number of hours available for work per year (based on a full time equivalent contract).

Type Calculation Hours

Total annual hours 52.14 weeks x 37 hours 1,929

Less: Annual leave 36 days i.e. 7.2 weeks -266

Public, statutory and closure days

13 days i.e. 2.6 weeks - 96

Total available working time 1,566

The total number of available working hours for part-time staff should be calculated on a pro-rata basis.

4.2 The Working Week

Academic staff are employed under ‘professional’ contracts and, therefore, are expected to work such hours as are reasonably necessary in order to fulfil the duties and responsibilities of their role. The full time equivalent of 37 hours per week is used for nominal purposes only and, therefore, is considered to be a reasonable norm for full-time staff. This may be worked flexibly to keep the average hours within reasonable limits.

In accordance with the agreed national academic contract, academic staff may be required to deliver classes on up to two evenings each

1 See Appendix 3 for Post Graduate Academic Assistants.

Framework for Academic Workloading 8

week. Compensatory time off in lieu may be taken at a time to be agreed with the Team Leader.

In order to support the continued success of the University there may be occasion to ask academic staff to work at the weekend (e.g. open days). If you agree to work on a weekend this will be within your agreed workload and time off in lieu will be taken at a time agreed with your Team Leader. Your Team Leader will provide as much notice as possible and will take into account work-life balance and personal commitments. Academic staff and Team Leaders should take a reasonable approach to these requests.

4.3 The Teaching Year

The individual’s teaching year (which may be different weeks of the year for different individuals) should not normally exceed more than 38 weeks, of which 2 weeks will be spent on teaching-related administration. Whilst some flexibility may be required in organising the teaching year, staff will not (except with prior agreement) be required to undertake more than 14 consecutive weeks of teaching at any one time.

The duties in these weeks of the teaching year are a balance of formal scheduled teaching, teaching delivery related activity and other activities including research, scholarly activity and external engagement - which should be integrated into the overall pattern of activities.

It is good practice that staff should not normally be workloaded to the contractual maximum at the start of the year. This will allow some ‘capacity’ for emergency cover and unanticipated activities or opportunities which emerge during the year.

9 Framework for Academic Workloading

5.0 Academic Activity

For each individual, the workload is captured in relation to key areas of activity as follows:

5.1 Formal Scheduled Teaching and Supervision (Category 1)2

Formal scheduled teaching is a key part of an academic role and includes the following activities, whether delivered on campus or off site as part of a collaborative partnership arrangement:

• Lectures, seminars, academic tutorials (including placement tutorials), time-tabled laboratory and clinical work and task based student activity undertaken during normal teaching sessions which form the planned delivery of modules;

• Supervision meetings (individual and group) with project, dissertation and research students.

The allocation of work to a particular individual within this element should take into account the following factors:

• the range and extent of the duties in relation to the role of the member of staff;

• personal development needs; • length of experience as an academic member of staff (e.g. staff

new to teaching might not be allocated a full teaching workload in their first year.)

• type of role and pre-requisite teaching experience. numbers of students in the classes to be assigned;

• the nature of the teaching duties (e.g. formal lectures, seminars, laboratory classes, workshops, off-campus activity, programmes which have specific professional demands, clinically-based sessions – including recognition that in some areas such as off-campus delivery class contact hours are not a direct measure of teaching commitment);

• student assessment demands;

2 See Appendix 3 for Post Graduate Academic Assistants.

Framework for Academic Workloading 10

• level and range of the teaching activity; • development / delivery of new modules / courses / programmes /

e-learning materials; • the desirability of achieving a balance of duties.

An individual lecturer may normally expect to have formal scheduled teaching responsibilities for students within a band of 14 to 18 hours a week on average over the anticipated teaching year of the lecturer.

Formal scheduled teaching responsibilities should not normally exceed 18 hours in any week and a total of 550 hours should not normally be exceeded in the teaching year.

Only in exceptional circumstances and by mutual agreement may an individual undertake more than 18 hours formal scheduled teaching in a particular week, where this is felt by all parties to be beneficial to the individual and/or work of the University.

It should be noted that the above provisions need not necessarily apply in practice based and professional disciplines where the nature of the curriculum and teaching style make it in appropriate, e.g. Teacher Education, Art, Design, Performing Arts, Music.

5.2 Teaching Delivery Related Activity (Category 2)

‘Non direct non scheduled teaching but closely related to direct scheduled teaching’

This includes work directly related to the delivery of formal scheduled teaching, such as (note the list is indicative but not exhaustive):

• Preparation, assessment and moderation; • Invigilation; • On-going development of teaching and learning methods and

general updating of teaching materials; • Personal subject updating related to teaching duties; • General administration related to the teaching duties; • Pastoral care and guidance.

For every hour of direct teaching, supervision meetings with project and dissertation students, and PhD supervision meetings it is

11 Framework for Academic Workloading

considered good practice to allow an hour for teaching delivery related activity. Therefore, in the majority of cases there will be a Category 2 hour for every Category 1 hour, however, in some circumstances, the Faculty will have scope to vary the 1:1 ratio. (See Appendix 2 Section 1.2).

5.3 Other Academic Activities (Category 3)3

‘Non-Direct Non-Scheduled Academic Activity not closely related to direct scheduled teaching’

Academic Leadership, Management and Administration

This element covers work associated with the leadership, management and administration of academic activity. This includes (note the list is indicative but not exhaustive):

• Programme leadership, • Module leadership, • Team leadership, • Personal tutoring (which does not form part of Formal Scheduled

Teaching); • Faculty-wide responsibilities; • International travel in connection with University business; • Student recruitment activity; • Recognised trade union duties.

It is recognised that, due to variations across academic departments within the University, the amount of time taken to undertake these activities will vary. However, in order to ensure equity and consistency, the University has established guidelines in relation to the range of hours that may normally be assigned within an individual’s workload for undertaking such activities. See Appendix 2 (Guidance on Workload Allocations) for details.

3 See Appendix 3 for Post Graduate Academic Assistants.

Framework for Academic Workloading 12 Research and Scholarly Activity (RSA)

RSA is paid work time which individuals are allocated to undertake research and scholarly activity to develop them in their role within the University, in line with their academic subject area.

The University has identified a range of activities for which RSA time may be used, as set out below (note the list is indicative but not exhaustive):

• Original investigative or creative work, or critical study of existing work or data, and its communication through publication or presentation or public exhibition;

• Research conferences and conference attendance; • Work towards completion of a PhD thesis; • Preparation of bids for research or other external funding; • Time spent in industry/professional practice for personal updating

purposes; • Production of books; • Contribution to books, articles and conference papers; • Creative and original work in all media; • Personal subject updating; • Professional updating; • Personal academic development.

RSA outcomes for any particular year may focus on one or a combination of the above areas, and should equate to a level of output that is reasonably attainable within the time available. Individuals will be expected to propose outcomes for their RSA for discussion and agreement at their Appraisal meeting with their Team Leader. RSA outcomes should be agreed that are in line with University and Faculty objectives and priorities and support their role within the University.

RSA activity is principally self-managed however the individual is accountable for the use of his/her RSA time.

As the academic contract specifies this element as being the balance of the working year this is calculated as 1566 (total hours available) less 1406 (38 weeks @ 37 hours) = 160 hours.

13 Framework for Academic Workloading Provided that the individual remains contactable and available for

work purposes should this be necessary, there is no absolute expectation that staff will remain on campus when they are undertaking RSA. Communication during RSA should be used with consideration that, as a matter of principle, it is highly desirable that time set aside for RSA should not be used for other work purposes except in exceptional circumstances and with the express agreement of the individual.

Research

It may be considered appropriate to allocate time to research over and above RSA time, which will be recorded as a separate allocation.

External Engagement

Time spent engaging with, developing relationships with, and working together on collaborative projects and activity with, external organisations (private, public, and third sector). Examples include the development of knowledge transfer opportunities and projects (e.g. Knowledge Transfer Partnerships, regional and national programmes for University-business collaboration, Continuous Professional Development (CPD) and professional training, and new developments around the student experience such as projects and internships). This would also include time spent on funding development for these activities.

Professional Contract Time

Academic staff are employed on a professional contract including aspects which are self-determined, and which do not require workload planning or management, such as professional discussion and dialogue with academic colleagues. Professional contract time is allocated at 76 hours per individual (38 weeks x 2 hours per week).

Academic Tutors

A workload allowance of 10% of Teaching Hours is included in the AT contract, reflecting the need for ATs to participate in staff development, induction and appraisal and other Faculty based activities such as attendance at meetings and participation in student

Framework for Academic Workloading 14

Category 3

35%

35%

15%

10%

5%

Category 1

Category 2

recruitment or retention activities. In exceptional circumstances ATs may be required to undertake other Category 3 duties which will be paid at the appropriate rate.

5.4 Workload Allocations4

The chart is used for illustrative purposes only. It shows a ‘model’ workload based on those elements of agreed workload allocations that have ‘fixed’ or maximum amounts i.e.

Formal Scheduled Teaching (Category 1) 550 max

Teaching Delivery Related Activity (Category 2) 1 : 1

Research and Scholarly Activity 160 hours

Professional Contract Time 76 hours

Academic Leadership, Student Support, etc. (see tariffs)

Chart 1: ‘Model’ workload based on ‘fixed’ or maximum allocations

6.0 Recording and Monitoring Workloads

All workloading data will be captured, collated and retained on the University’s workloading system (‘WorkLoadPlan’, https://wlp.sunderland.ac.uk/). This will ensure that there is transparency, equity and consistency of approach to academic workloading across the University.

4 See Appendix 3 for Post Graduate Academic Assistants.

15 Framework for Academic Workloading All academic staff will be given access to their own workload data and

will be expected and encouraged to review this regularly with their Team Leader.

Workloads should be subject to regular updating throughout the year as appropriate to ensure they are an accurate representation of agreed workload allocations.

University-wide workload data will be collated from the ‘WorkLoadPlan’ system periodically each year for review, monitoring and reporting purposes.

7.0 Timing of Leave

The timing of holidays is subject to local approval (via arrangements determined by the Dean) in advance of being taken. Subject to the organisational requirements of the University, up to 7 weeks may be taken in a single block and such a request will not be unreasonably refused.

For most staff, the student vacation periods at Easter and Christmas will not normally be used for formal scheduled teaching and hence some or all of this time (outside University closure days) can be taken as annual leave or RSA.

8.0 Associated Documents

• Academic Staff Handbook • Academic Regulations • Academic Board and its Committees – Guidelines • Appraisal Form - Academic Staff • Appraisal Guidance – Academic Staff • AQH-A7 - Tutorial Support Policy • AQH-F6-8 Module and Programme Studies and Assessment Boards

- Terms of Reference • AQH-I1- 4 - The Role of the Centre Leader • AQH-I1-19 The Role of the Faculty Partnership Leader • WorkLoadPlan user guidance via https://wlp.sunderland.ac.uk/

Framework for Academic Workloading 16

Appendix 1 - Annual Schedule for Academic Staff Workloading

17 Framework for Academic Workloading

Appendix 2 - Guidelines on Academic Workload Allocations 1.0 Allowances (‘Tariffs’) The following guidance is provided to enable consistency in relation to

allowances for particular academic activities across the University. Allocations should be discussed and determined locally and should be appropriate to local circumstances. The following proposed allocations provide a recommended ‘range’ of hours that Faculties should consider applying against the following activities.

1.1 Formal Scheduled Teaching and Supervision (Category 1) Accrues Category 2 time as described in 5.2 of the Framework for

Academic Workloading.

Direct Teaching Delivery Direct contact hours • This is calculated, in most cases, per module, on the basis of the

direct contact hours. The number of contact hours would follow the details outlined in the appropriate validated module descriptor.

Independent Distance Learning / Blended Learning • Where the mode of delivery is substantively online (for example

distance learning (e.g. PGCE), work based learning, blended learning) staff may agree to a variation to the arrangements for Category 1 and/or Category 2 time.

• Online delivery which is closely analogous to direct teaching should be recognised as category 1 time.

• It is recognised that the development of online learning materials requires time and that this should be recognised in Category 2 allocations.

• Category 1 and 2 allocations should recognise the different nature of the tasks and activities required by academic staff to support non-traditional modes of delivery, for example, allocations should take account of the volume of on-line tutorial support required.

UG and PGT Dissertation and Project Supervision Meetings

2 to 3 hours per student per 20 credits

• This allows for flexibility in delivery of supervision (group based, 1-1, etc.) e.g. for 60 credits: 6 to 9 hours per student (plus equal category 2 time).

Framework for Academic Workloading 18

• If additional hours are required for Professional, Statutory and Regulatory Body (PSRB) or pedagogical reasons these should be approved as part of validation.

PhD supervision 30 hours (18 for part-time students) • In accordance with the Research Student Handbook, research

students are entitled to support and supervision. Category 1 time should be used to ensure that the student is given regular supervisory input and support.

• This allocation can be shared between the Director of Studies (DoS) and Co-supervisors by agreement in the supervision team. Alternatively, consideration should be given to assigning mentoring hours to a staff member who is advising a less experienced Director of Studies (see Mentoring Staff).

• The part-time allocation applies to full-time students who transfer to the “write up” phase.

• Workload for examining PhD students can be allocated as additional Category 2 time where required.

• An hour of Category 2 time accrues for each hour of Category 1 time. Hours may be increased in some circumstances, for example: First Year - 6 hours Category 2 for additional reading time to bring DoS up to speed on the subject area. Annual Monitoring & Review – Additional time for staff other than the DoS participating in AMRs: - Category 1 1 hour face to face meeting (with no

corresponding Category 2 time) - Category 2 2 hours reading and report writing Final Thesis – 10 hours Category 2 for reading and commenting on drafts of final thesis.

• Where additional Category 2 hours are allocated the reason must be recorded in a comment against the hours in the WorkLoadPlan system.

19 Framework for Academic Workloading

1.2 Teaching Delivery Related Activity (Category 2)

Teaching Delivery Related Activity Matching direct contact hours • In the majority of cases there will be a Category 2 hour for every

Category 1 hour, however, in some circumstances, the Faculty will have scope to vary the 1:1 ratio. For example, if a staff member is new to teaching; has recently returned from maternity/adoption or other extended leave or is unfamiliar with the module, it may be appropriate to allocate more Category 2 hours.

• Due attention should be given to a reasonable allocation of Category 2 hours that allows sufficient time to undertake assessments, including moderation where required.

• In some circumstances it will be appropriate to allocate Category 2 hours without the allocation of Category 1 hours, for example, to provide for new module development or a significant rewrite or redevelopment of an existing module.

• Where additional Category 2 hours are allocated the reason must be recorded in a comment against the hours in the WorkLoadPlan system (or Allocate for Academic Tutors).

1.3 Other Academic Activities (Category 3)

Academic Leadership

Programme Leader 50 hours + 1 hour per student • This allocation is to be divided amongst staff making a significant

formal contribution to the leadership of the programme, including Programme Leader, Level Leader(s), Admissions Tutor(s). See section 3.2 of these guidelines for duties. In exceptional cases the tariff may be amended to reflect the specific demands of a particular programme. The Faculty will approve exceptions. The reason must be recorded in a comment against the hours in the WorkLoadPlan system.

• Includes time for attendance at Boards. Where additional time is needed see ‘University Board or Committee / Faculty Committee’.

Framework for Academic Workloading 20

• Allocations will be made based on the student number planning process in Spring each year. Should a programme not run, the allocation will be removed from individual workloads. Only when the actual student numbers are exceptionally varied from the numbers planned (+ or – 10%) will alterations be made to individual workloads. This is necessary in order to maintain reasonableness in the management of the workloads overall.

• Where there are multiple instances of the same programme running in the same year it should not be assumed that the same hours will be required for each instance of the programme; the proportionate workload impact should be determined in conjunction with the Faculty.

Models for sharing Programme Leader hours: • A “Year Lead” approach is where the Programme Leader is

allocated two-thirds of the whole Programme Leader hours for large programmes and each Year Lead receives an allocation of 25 hours + 0.5 hours per student.

• A “Level leader” may cover more than one programme, in which case the allocation is drawn from the pooled hours for the relevant programme leaders.

• A “Cohort Leader” may be allocated a cohort of students who remain with the same Programme Leader as the cohort progresses through the years.

Admissions Tutor • Additional allocation for Admissions Tutor in excess of the total

Programme Leader allocation may exceptionally be agreed by the Faculty.

Module Leader (On Campus) 25 hours + 0.5 hours per on-campus student

• This allocation is to be divided amongst staff making a significant formal contribution to the leadership of the On Campus Module, including the Module Leader. See section 3.1 of these guidelines for duties.

• In exceptional cases the tariff may be amended to reflect the specific demands of a particular module. The Faculty will approve

21 Framework for Academic Workloading

exceptions. The reason should be recorded in a comment against the hours in the WorkLoadPlan system.

• Allocations will be made on the data available from the student number planning process for core modules and from student module choice information made available in the spring.

• In circumstances when this information is not available, allocations can be made using historical actual student numbers and then adjustments made as per the Programme Leader note above.

• For TNE, Overseas, London and Off-Campus module leadership see the appropriate section below.

Strand/ Subject/Specialism Leader (30 to 120 credits) • Where 20 credit modules are grouped (e.g. into strands, subjects or

specialisms) but the underlying modules are still managed separately, module leader hours should be awarded separately to each module leader as described above.

• This does not apply to larger modules (e.g. 40 or 60 credits) where there is only one module leader.

Team Leader 300 hours + 10 hours (pro-rata) per team member

• To provide time for specific team leader duties such as individual team meetings and appraisals. See section 3.4 of these guidelines for duties. Includes attendance on leadership and management development. Additional hours for development may be allocated within RSA or other Category 3 as required.

• Consideration should be given to allocating additional hours for new Team Leaders or for significant additional responsibilities (including TNE; London Campus staff leadership; substantial responsibility for key Faculty strategic activities; or very large teams).

Combined Studies Subject Leader 30 – 50 hours • Allocations are agreed locally depending upon the number of

students taking the subject. Short Course Leadership By agreement • By agreement with Team Leader

Framework for Academic Workloading 22

Research Area or Cluster Leader 150 hours • Leading a research area within the Research Centre within the

Faculty. Includes duties of Research Student Manager. Faculty-wide Strategic Lead Actual hours (minimum 450

hours) • Protected time for formal responsibilities normally held by Principal

Lecturers leading an area of activity, based on Faculty judgement as to size and scope, for example: Learning and Teaching Employability Retention

International Partnerships Quality Assurance Business Development

Mentoring Staff Actual hours • Mentoring hours may be allocated to mentors and mentees

participating in the Academic Mentoring Scheme. • Mentoring may be appropriate instead of a PhD Co-supervisor

arrangement where a more experienced staff member advises a less experienced colleague who is acting as Director of Studies for a PhD Student.

Student Support

Personal Tutoring 2 hours per on-campus student • The allocation includes 2 hours per student for Personal Tutors;

such hours should be recorded as personal tutoring on individual academic workloads. See the Tutorial Support Policy (AQH-A7). (References there to “academic tutor” refer to personal tutors.)

• There may be instances where hours associated with the Personal Tutor role could be given to staff teaching on modules where elements of personal tutoring are embedded.

Model for sharing Personal Tutor hours: • A “Year Tutor” approach is where staff are assigned one Tutor

group as the students progress through Years 1, 2 and 3. Staff are allocated hours based on the number of students in their group (normally around 35) x 2. The Tutor group remains with the same Tutor as it progresses through the years.

23 Framework for Academic Workloading

Mentoring Students Actual hours • Time for mentors and mentees to be agreed by mutual agreement

through the mentoring scheme. Support to Teaching Actual hours • To record student support activities not covered by other tariffs.

TNE (Transnational Education), Overseas, London and Off-Campus

Centre Leadership (TNE, or UK outside north-east region)

100 hrs/centre + 20 hrs for each additional site + 20 hrs for each additional programme level.

• The role of the Centre Leader applies to: o overseas partnerships o private college partnerships in the UK o FE College partnerships in the UK outside the north-east region.

• Additional hours for each additional site are to take into account the increased level of liaison with partner staff and students, adherence to QA requirements and visit time.

• Additional hours for each additional programme level are to take into account the additional liaison with University staff (Programme and Module Leaders), Partner staff and students and adherence to QA requirements.

• This allocation includes the time spent on work related activity during the period of the visit (twice per year – as required by the role profile), but does not include time for international travel.

• See section 3.3 of these guidelines for duties. Faculty Partnership Leader (North-East region)

By agreement

• Applies to FE College partnerships within the north-east region. See AQH-I1-19 The Role of the Faculty Partnership Leader.

TNE Marking Actual hours • For additional marking not connected with the individual’s own

Category 1 teaching. • Account should be taken of the number of scripts and type of

assessment.

Framework for Academic Workloading 24

TNE / International Travel Time See Notes. • 7.5 hours each way (Europe), or 15 hours each way (outside

Europe) • In exceptional cases the tariff may be amended to reflect the

specific demands of a particular journey. The Faculty will approve exceptions. Travel time only. Does not include time spent at the centre.

Off-campus UK travel time Actual hours • May be estimated in advance at the start of the academic year by

agreement, and adjusted during the year. Off-campus UK Module Leadership (excluding London)

By agreement

• For off campus delivery at UK colleges, module leadership is split between College and University staff on a case by case basis. Any agreed hours should be allocated to the University Module Leader in addition to the normal hours for on-campus module leadership.

• Not required where module leadership is fully devolved to the local college.

London Campus Module Leadership 10 hours + 1 hour per 10 students

• Additional hours for the existing Sunderland module leader where the module is also delivered at London Campus. Includes moderation visits (excluding travel).

TNE Centre Module Leadership 12 hours per centre + 0.25 hours per student + (either 1.5 or 6 hours)

Calculated as follows:

Amount per centre: Academic Staff Liaison 6 hrs per centre (Liaising with partner academic delivery staff on induction, updates, delivery queries etc.) Performance Data Analysis 6 hrs per centre (Feedback to partner on module performance, issues and production of AMR contribution) Plus

25 Framework for Academic Workloading

Module Post-Moderation 0.25 hrs/student (for a 10% sample of students. % can be increased to allow for special cases at Faculty discretion e.g. new modules at a centre, modules under special measures.) Plus

Either: Module Pre-Moderation 1.5 hours (if University sets and marks all assessments)

Or: Prep Additional Module Assessments 6 hours (if partner sets and marks all assessments, with University providing pre- and post-moderation. Development of 3 additional sets of module assessments to cover additional occurrences of the modules.)

Academic Engagement

University Board or Committee / Faculty Committee

Actual hours (annual no. of meetings x duration)

• This could include attendance by a Programme Leader at additional Programme Boards (above the norm).

• Where hours are not reasonably foreseeable, estimate the number of meetings and typical duration (or use 25 hours).

• Where a committee exceptionally requires extensive preparation an additional amount e.g. 10% may be allocated.

RSA, Research and Professional Development

Research & Scholarly Activity (RSA) 160 hours (pro-rata for part-time staff)

• See 5.3 for definition. • Contractual allocation not to be varied (up or down) other than in

exceptional circumstances with the express agreement of the individual.

• The Team Leader will agree with the individual academic the overall split of time between Research activity and Scholarly

Framework for Academic Workloading 26

Activity based on the nature of the RSA undertaken. (This will facilitate the TRAC Return.)

Research / Support to Research / PGR Support

From RSA, or additional hours by agreement.

• It may be considered appropriate to allocate time to research over and above RSA time, which will be recorded as a separate allocation

Professional development From RSA, or additional hours by agreement.

• RSA time is normally used for professional development, however in some circumstances it may be considered appropriate to allocate time to professional development over and above RSA time, which will be recorded as a separate allocation.

Completion of PG Cert. in Education (where required)

100 hours total (50 hours per academic year), or from RSA as appropriate

• For new staff who are required to complete the PG Cert, or where it is deemed appropriate for a particular staff member, hours should be allocated in addition to RSA time, and recorded as a separate allocation.

• Estimated as 100 hours total (split across two academic years) as follows: • 2 modules = 10 days / circa 72.4 hrs • Tutorial feedback per module = circa 2 hrs • 1 observing teaching, 1 observed = circa 3 hrs • Assessment e.g. assignments = circa 22 hrs

Professional Contract Time 76 hours (pro-rata for part-time)

• See 5.3 for definition. • Based on 38 teaching weeks x 2 hrs/wk.

External Engagement

27 Framework for Academic Workloading

External Engagement / Support to External Engagement

By agreement.

• See 5.3 for definition. • Please note that work which falls within the Code of Practice on

External Work should NOT be workloaded as by definition that activity falls outside the contract.

Involvement in relevant professional and other external accreditation bodies

By agreement.

• Requires Departmental agreement on resource as these are varied and require different resource inputs at different times in the life cycle of the programme.

CIP / KTP Actual hours

• Use the specific contractual obligation in the KTP agreement. May be allocated on a team or individual basis.

Other Activity (Activities which are not classed as workloaded time in the TRAC Return)

Authorised absence or leave Actual hours • Where authorised sickness, maternity or other leave occurs and

lasts more than a month, an allowance should be recorded in the workload (to indicate that this time was not available for other activities) up to a maximum of 1566 hours total workload.

Trade Union Facility Time Facility time hrs/wk • Facility time is centrally agreed for trade union officers and

stewards. HR hold information. Non-Academic Role Actual hours • Where Senior Managers, Postgraduate Academic Assistants or

other staff are only workloaded in part of their role, the remainder of their (non-academic) hours should be recorded here, up to a maximum of 1566 hours total workload.

Framework for Academic Workloading 28

1.4 Academic Tutors, Salaried Academic Tutors

Salaried Academic Tutors

SAT contracted teaching hours

Category 1: Expected Category 1 hours +/- 10%

• Annual contract offer should be based on the Faculty’s anticipated annual need for relevant teaching hours, taking into account where appropriate teaching hours undertaken in the last three years.

• The norm is to allocate a Category 2 hour for every Category 1 hour.

All Academic Tutors

Other AT Activity Category 3: 10% of Category 1 hours

• An allowance of 10% of Teaching Hours is included in the contract, reflecting the need for ATs to participate in staff development, corporate and local induction and appraisal and other Faculty based activities such as attendance at meetings and participation in student recruitment or retention activities.

Additional AT Marking, Meetings or Development

Actual hours

Where the standard 10% allowance is not sufficient for the AT to participate in agreed meetings or development: • Additional meeting or development time may be agreed • Additional marking (not related to the AT’s own Category 1

teaching) may be agreed (for either formative or summative assessment). Account should be taken of the number of scripts, the type of assessment, and related activities included in the hourly rate.

• If there is a high volume of draft scripts to mark relating to the AT’s own Category 1 teaching, it may be appropriate to allocate additional Category 2 hours.

29 Framework for Academic Workloading

AT Programme Leadership

Category 3: 50 hours + 1 hour per student. Paid on the appropriate rate for the tutor.

• Programme Leadership and Personal Tutoring should not normally form part of the role of Academic Tutor or Salaried Academic Tutor.

• In rare circumstances taking account of the student experience and associated quality issues (e.g. specialist programmes that need guidance from practitioners who work alongside the academics) agreement may be sought from the Dean to allocate Programme Leadership to a Salaried AT.

AT Module Leadership

Category 3: 25 hours + 0.5 hour per student. Paid on the appropriate rate for the tutor.

• Module Leadership should only be allocated to Academic Tutors and Salaried Academic Tutors in exceptional circumstances.

• Where allocated the appropriate tariff and guidance should be followed (see earlier).

Framework for Academic Workloading 30

Appendix 3 – Post Graduate Academic Assistants Post Graduate Academic Assistants follow the standard workloading framework with the following exceptions. Total Available Working Time For a Post Graduate Academic Assistant, the table below shows the total number of hours available for work per year (based on a full time equivalent contract).

Type Calculation Hours

Total annual hours 52.14 weeks x 37 hours 1,929

Less: Annual leave 26 days i.e. 5.2 weeks -192

Public, statutory and closure days

13 days i.e. 2.6 weeks - 96

Total available working time 1,641

The ‘model’ is: Formal Scheduled Teaching (Category 1) 275 max Teaching Delivery Related Activity (Category 2) (1:1) 275 max PHD Research 821 hours Professional Contract Time 76 hours Allocation for other activity 194 hours Formal Scheduled Teaching and Supervision (Category 1 Post Graduate Academic Assistants will be expected to carry up to half the teaching load element of an academic post. Post Graduate Academic assistants with no prior teaching experience would not normally be allocated the maximum formal scheduled teaching whilst developing their capability in this area during the first year in role.

31 Framework for Academic Workloading Only in exceptional circumstances and by mutual agreement may a Post Graduate Academic Assistant undertake more than 9 hours formal scheduled teaching in a particular week and a total of 275 hours in the teaching year. Other Academic Activities (Category 3) Post Graduate Academic Assistants should not be expected to undertake Programme Leadership. It is not expected that Post Graduate Academic Assistants without prior teaching experience will undertake Module Leadership duties in the first year of their role. Research and Scholarly Activity (RSA)

Post Graduate Academic Assistants will spend half of their role (821 hours pro-rata) undertaking Category 3 research towards a Doctor of Philosophy Degree.

Framework for Academic Workloading 32

Appendix 4 – Definitions Definitions – Committees In accordance with Academic Board and its Committees – Guidelines: There are three formal levels of Committee: • Board • Committee • Sub-Committee Any other groupings will be termed Working groups or Task and Finish groups. Task and Finish groups will be time limited to undertake a particular task, and will normally report to a committee, sub-committee, DVC or other senior member of staff. The following definitions will apply: Academic Board Highest level academic authority. Responsible for standards and quality of awards. Chaired by the VC or nominee. Deals with high level policy and strategy. Committee of Academic Board Reports to Academic Board. Chaired by DVC or nominee. Responsible for particular aspects of academic quality and enhancement. Sub-Committee Responsible for operational issues. Has a formal constitution and terms of reference. Chair nominated by DVC. Reports to a committee of Academic Board.

33 Framework for Academic Workloading

Definitions – Roles Programme Leaders In accordance with AQH-F6-8 Module and Programme Studies and Assessment Boards - Terms of Reference every Faculty-based programme shall have an identified Programme Leader appointed by and responsible to the Dean of Faculty. Programme Leaders are ex officio (by virtue of the role) members of the Programme Studies Board and Programme Assessment Board to which their programme belongs. Programme Leaders will have executive responsibility for the operation and development of the programme, including those in the table opposite.

Framework for Academic Workloading 34

Programme Leader Duties (a) maintaining accurate programme information for prospectuses,

recruitment, all student record systems and other purposes; (b) recruitment to the programme, usually through an admission tutor; (c) registration of all students on the programme, including, in liaison with

Module Leaders and Subject Leaders for Joint Honours, registration on modules;

(d) regular general liaison with students about the experience on the programme as a whole;

(e) liaison with Module Leaders about delivery or development of modules to meet the needs of the programme, including teaching and learning methods;

(f) advising Programme Boards as required; (g) liaison with relevant employers and professional institutions, regarding the

development of the programme; (h) ensuring that all academic staff engaged in advising students on the

programme are fully informed of the regulations for the programme; (i) advising students with respect to their choice and progress within the

programme and where necessary, approving changes of module choice; (j) ensuring that all students registered on a programme are informed in

advance about all aspects of the programme; (k) ensuring that the Programme Studies Board is provided with all relevant

information for the production of annual reports; (l) undertaking necessary actions to manage the annual review process in

accordance with approved procedures.

35 Framework for Academic Workloading Module Leaders In accordance with AQH-F6-8 Module and Programme Studies and Assessment Boards - Terms of Reference every module shall have a Module Leader appointed by and responsible to the Dean of Faculty or his/her nominee. Module Leaders must make themselves aware of the module and programme regulations, and must observe University standards and procedures for assessment. Module Leaders are ex officio (by virtue of the role) members of the Module Studies Board and Module Assessment Board to which their module belongs. Module Leaders will have executive responsibility for operation and development of the module including those in the table opposite.

Framework for Academic Workloading 36

Module Leader Duties (a) regular general liaison with students and response to points raised; (b) preparing module guides; (c) maintaining correct module information for the University module

catalogue, the Student Record System and other purposes; (d) briefing and co-ordination of the module teaching team, especially

academic tutors; (e) checking and reporting on the suitability of learning resources including

rooms and their equipment; (f) maintaining a list of learning materials (books etc.) to University

standards; (g) effective communication to students on the module and other staff

teaching on the module of all learning and assessment procedures and schedules;

(h) advising the Module Studies Board and Module Assessment Board as required;

(i) advising Programme Leaders of any assessment irregularity or special circumstance to be taken into consideration in the module assessment;

(j) ensuring any mitigating circumstances affecting student performance are reported to the Module Assessment Board;

(k) verification of students registered on the module as core/option; (l) development of methods of teaching and learning; (m) liaising with Programme Leaders about delivery or development of

modules to meet the needs of Programmes for which they are core/option;

(n) monitoring of student attendance and promptly informing Programme Leaders of absences and withdrawals;

(o) co-ordination of script marking, verification of student marks and submission of these marks to appropriate Module Boards;

(p) providing the Module Studies Board with relevant information on the monitoring of the module e.g. student feedback;

(q) ensuring, through the relevant Faculty's procedures, that external examiners on the Module Assessment Board receive appropriate assessment information;

(r) providing an annual evaluative report on the module as required by the Annual Review Process.

37 Framework for Academic Workloading Centre Leaders In accordance with AQH-I1- 4 - The Role of the Centre Leader in the Quality Handbook. The role of the Centre Leader applies to:

- overseas partnerships - private college partnerships in the UK - FE College partnerships in the UK outside the north-east region. (For

regional FECs see the document on the Faculty Partnership Leader: AQH-I1-19 The Role of the Faculty Partnership Leader)

The Centre Leader is the member of academic staff who takes responsibility for management of the relationship with a given collaborative partner for a particular Faculty. The Centre Leader works closely with the relevant programme leaders and with other colleagues particularly faculty support staff who may themselves have particular responsibility for one or more centres. Centre Leaders may find it useful to communicate with the Centre Leaders in other faculties for the same centre and/or with other Centre Leaders for other partnerships in the same faculty to share concerns and ideas. The Centre Leader does not need to be a subject specialist in any given programme as subject-specific issues will be referred to the Programme Leader or other academic staff. Note that the MPharm programme at SEGi has, exceptionally, a designated Centre Leader who is a member of the Sunderland MPharm programme team. This is because of the specific PSRB requirements in relation to the MPharm and the fact that students from the programme at SEGi will progress to Sunderland for Stages 3 and 4. Any other exceptions require QMSC approval. See AQH-I1- 4 - The Role of the Centre Leader for further detail.

Framework for Academic Workloading 38

Centre Leader Duties ensure personal contact and direct engagement with partner staff on at least two occasions per year; provide students with an opportunity to meet someone from Sunderland and ensure that any problems they may have are being addressed through the partner. Where this is not the case the Centre Leader will take steps to ensure that issues are addressed; support the induction of new students at the partnership by ensuring that they receive appropriate information and that centre staff are briefed on any programme issues. The Centre Leader may arrange his/her visit so that he/she can be present either at induction or may contribute by video-conference; ensure that there is effective communication between relevant members of the Faculty and staff and students at the partner as appropriate to the model of collaboration, and that operational matters are managed efficiently; support both quality assurance and enhancement and the security of academic standards; address problems either by intervening personally or by asking the programme leader or a module leader or a member of the faculty administrative support team or a member of central services to deal with it; attend the Assessment Boards at which partner students are being considered to support the programme leader(s); this ensures that the Centre Leader is aware of student achievement in the partnership; identify staff development needs which may be most effectively addressed across a range of programmes either by the faculty or with support from central services (e.g. Academic Services, SLS); take an overview which provides the faculty and the university with information about the partnership rather than the programme; provide a time- and cost-effective liaison role with partners overseas and beyond the north-east region in the UK.

39 Framework for Academic Workloading Team Leaders In accordance with the template Role Profile for Team Leader. Team Leaders normally report to a Head of School or Deputy Dean and have responsibility for the operation and development of their team(s), including those in the table opposite.

Framework for Academic Workloading 40

Team Leader Duties Lead team(s) and line manage staff within areas of responsibility. Manage the academic activities of the team and develop within it a culture of excellence and innovation, in teaching and learning, research and reach-out and their integration Hold regular team meetings to ensure effective communication Deploy the team’s resources in an effective and efficient manner through working with the Departmental Management Team and programme leaders. Liaise with Academic Tutors to ensure appropriate staffing of modules where necessary. Promote cross-working between staff in different teams and in different Departments and Faculties. Act to resolve conflicts within and between teams. Engage in timely consultation with all staff within the team on their workloads and ensure equitable treatment of team members. Ensure targets are met for the provision of timely and appropriate management information to the Head of Department or Associate Dean including that relating to staff workloads and to planning at Department and Faculty levels. Ensure, on behalf of the Head of Department or Associate Dean, that staff leave is planned, agreed in advance and recorded. Carry out appraisal of staff in the team to ensure that targets are met and staff are undertaking appropriate development Provide advice on personal development and/or act as mentor (not normally mentoring staff in their own team). Undertake the administrative duties associated with the role of Team Leader. Support Programme Leaders in strategic oversight of delivery in partnership with other Team Leaders. Contribute fully to the work of the Departmental Management Team and to its meetings Contribute to the management of the Department in areas such as budget management and business planning and engage in Faculty activities as appropriate Contribute to the management of quality, audit and other external assessments. Be involved in departmental level strategic planning and contribute to the Institution’s strategic planning processes. Deputise for the Head of Department or Associate Dean as necessary.

Framework for Academic Workloading Date of Issue: June 2019

Next review date: 2020

Approved by: Academic Staff Negotiating Panel

Author/Owner: Director of HR, Legal and Governance

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